Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework

Transcription

1 Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications

2 Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011

3 Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 The Danish Evaluation Institute Quotation allowed only with source reference This publication is only published on: ISBN (www)

4 Contents Preface 6 1 Summary 7 2 Referencing the NQF to the EQF The European Qualifications and the referencing process The relation between the NQF-EQF referencing process and the Qualifications for the European Higher Education Area Process for referencing the NQF to the EQF 10 3 The Danish Qualifications for Lifelong Learning Development and implementation Purpose and scope of NQF Structure of the NQF NQF level descriptors The NQF key concepts Overview of types of degrees and certificates Principles for the inclusion of certificates and degrees Web edition of the NQF and database of qualification levels 19 4 The Danish Lifelong Learning System and its Qualifications An overview Primary and lower secondary school Upper secondary education General adult education Adult vocational education and training Higher education 25 5 Criteria for referencing Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Criterion Issues arising from the EQF referencing process 57

5 Appendix Appendix A: The Danish Qualifications for Lifelong Learning (NQF) 59 Appendix B: Overview and examples of type of degrees, certificates and certificates for supplementary qualifications 62 Appendix C: The Danish Lifelong Learning System 72 Appendix D: Referenced documents 89 Appendix E: Participants in the NQF referencing process 92 Appendix F: Signed statements from national quality assurance bodies, cf. criterion 5 94 Appendix G: The European Qualifications for Lifelong Learning (EQF) 97 Annex A Self-certification report. Verification of compatibility of the Danish National Qualifications for Higher Education with the for Qualifications of the European Higher Education Area

6 Preface This report is the official Danish assertion of the Danish National Qualifications for Lifelong learning (NQF) referencing to the European Qualifications (EQF). The referencing process has been conducted by a reference committee consisting of representatives of the national qualifications authorities and quality assurance agencies and two international experts. The Danish Evaluation Institute has served as a secretariat to the referencing committee. The report has been endorsed by the coordinating committee consisting of representatives from the four ministries with the overall responsibility for the NQF referencing process: Ministry of Education, Ministry of Science, Technology and Innovation, Ministry of Culture and The Ministry of Economic and Business Affairs. Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 6

7 1 Summary This report provides the analysis, documentation and conclusions of the national referencing committee regarding the referencing of the Danish National Qualifications for Lifelong learning (NQF) to the European Qualifications for Lifelong Learning (EQF). This report is the official Danish assertion of the Danish National Qualifications for Lifelong learning (NQF) referencing to the EQF and is the Danish response to the EQF recommendation which invites countries to refer their national qualifications levels to the EQF by The report also asserts the value of the of the Danish National Qualifications for Lifelong learning (NQF) as a tool for promoting transparency with regard to the Danish qualification system and for comparing and clarifying Danish qualifications abroad. On national level the report is a reference document for Danish authorities regarding the implementation of the NQF. The referencing process has been conducted by a reference committee consisting of representatives of national qualifications authorities and quality assurance agencies. To verify the alignment between the NQF and EQF, and to ensure the objectivity and independence of the EQF referencing process, two international experts with profound insight into European education policy have played a key role in the work of the referencing committee. In addition, stakeholder representatives have been involved in the referencing process through a consultation committee as well as a written consultation. The Danish referencing committee has verified and documented the reference between the EQF and the NQF, and the results of this work are presented in this one comprehensive report. The report addresses each of the ten criteria and procedures agreed by the EQF Advisory Group. It is the conclusion of the referencing committee that all ten criteria and procedures are fulfilled and that this report: establishes a clear and demonstrable link between the levels in the NFQ and the level descriptors of EQF in the following manner: EQF NQF Level 1 Level 1 Level 2 Level 2 Level 3 Level 3 Level 4 Level 4 Level 5 Level 5 Level 6 Level 6 Level 7 Level 7 Level 8 Level 8 and that this report: demonstrates that the NFQ, and the qualifications within it, are based on the principle and objective of learning outcomes and are linked to arrangements for validation of non-formal and informal learning and to existing international credit systems Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 7

8 describes and references the published criteria and procedures for the inclusion of qualifications in the NFQ describes the different quality assurance systems operating in the Danish lifelong education system and its qualifications; and that these are consistent with European guidelines The report covers the entire Danish qualifications system, from compulsory education in primary school to PhD-level, which is covered by the NQF. The report does not include the referencing of higher education qualification levels and qualifications, since the referencing of Higher Education qualification levels and qualifications to the European Higher Education Area (EHEA) framework was officially and successfully completed in 2009 as part of the Bologna process. The result of this process is documented in the Self-certification report enclosed in this report as Annex A. The report consists of a preface and six chapters. Following this summary, chapter 2 provides an introduction to the EQF and the process of referencing the NQF to the EQF. In chapter 3 the NQF is presented, including how it was developed and implemented, it s purpose, scope and structure, as well as key concepts. Chapter 4 contains a brief introduction to the Danish system of lifelong learning and its qualifications. Chapter 5 contains the response from the Danish referencing committee to each of the ten referencing criteria and procedures, while chapter 6 covers issues raised by stakeholders during the consultation process. There are seven appendices to this report. Appendix A contains NQF levels 1-8, while Appendix B contains an overview and examples of degrees, certificates and certificates for supplementary qualifications. Appendix C is a supplement to chapter 4 and contains a more in-depth presentation of the Danish education system. Appendix D contains a list of all referenced documents. In Appendix E all participants in the NQF referencing process are listed and Appendix F include the signed statements from the national quality assurance bodies, cf. criterion 5. Finally, Appendix G contains the EQF levels 1-8. To illustrate the semantic analysis comparing the level descriptors in the NQF with the level descriptors in EQF in section 5.2, criterion 2, there is used a colour code. This section should therefore be printed in colour. In addition to this report, Annex A contains the report and appendices from the self-certification process on alignment between the Qualifications for Higher Education (NQF-HE) and the overarching Qualifications for the European Higher Education Area (QF-EHEA). Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 8

9 2 Referencing the NQF to the EQF This chapter describes the referencing of the Danish Qualifications for Lifelong Learning (NQF) to the European Qualifications (EQF). Section 2.1 provides a brief introduction to the background and purpose of the process of referencing the NQF to the EQF. Section 2.2 describes the relation between the NQF-EQF referencing process and the overarching Qualifications for the European Higher Education Area (QF-EHEA). Finally, section 2.3 describes the Danish referencing process and how it has been organised. 2.1 The European Qualifications and the referencing process The EQF seeks to support transnational mobility and promote lifelong learning by increasing the transparency of qualifications systems. The EQF is a meta-framework a high level and generalised communication tool allowing the comparison of qualifications from one national system with the qualifications of another. It is a common European reference framework, which will make it easier to understand, compare and recognise qualifications across different countries and systems in Europe. The EQF contains eight reference levels. Each level is described in terms of learning outcomes, based on the concepts of knowledge, skills and competences. The descriptions of learning outcomes at the different levels of the EQF are formulated in more general terms than the level descriptors in the national qualifications frameworks, so that the EQF can accommodate the different education and qualification systems of all the member states. The EQF was formally adopted by the European Parliament and Council on 23 April 2008, following a development and consultation process that commenced in With the formal adoption of the EQF, a process of implementation was begun in early The European Parliament and Council recommended member states to: relate their national qualifications systems to the EQF by 2010, in particular by referencing, in a transparent manner, their qualification levels to the EQF levels; and adopt appropriate measures, so that by 2012 all new qualification certificates, diplomas and "Europass" documents issued by the relevant authorities through national qualifications systems include a clear reference to the appropriate EQF level. In order to assist member states with implementation of the EQF, the European Commission has established an EQF Advisory Group, composed of representatives of member states and involving the European social partners and other stakeholders, as appropriate. The aim of the EQF Advisory Group is to ensure that there is overall coherence and transparency in the process of relating qualifications systems to the EQF. For this purpose, the Advisory Group has developed and published a set of ten criteria and procedures for referencing national frameworks to the EQF. The process of referencing the NQF to the EQF has been undertaken in line with these criteria and procedures, which are outlined in chapter 5. Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 9

10 2.2 The relation between the NQF-EQF referencing process and the Qualifications for the European Higher Education Area The EQF exists alongside another European meta-framework: the QF-EHEA, also known as the Bologna. The two systems have been developed through different processes but are compatible with each other. The EQF and the entire set of EQF referencing criteria have been drawn up so as to take into account the relationship between the EQF and the Bologna. The fact that EQF-levels 5-8 are designed in such a way that they are fully compatible with the QF-EHEA makes it possible to recognise the results of the Bologna references for higher education in the EQF references. Furthermore, the EQF referencing criteria and procedures have been designed in such way that a country which has completed the referencing process within the context of EHEA has the choice of not repeating it for higher education. In the Danish case, compatibility between the NQF-HE and the NQF has been ensured in the development of the NQF, as qualification levels for first, second and third cycle higher education degrees are built into the NQF, and also as the HE-degrees are referenced to the NQF via the existing framework (NQF-HE). The referencing of higher education qualification levels and qualifications is not repeated, since a self-certification process for the NQF-HE alignment with QF-EHEA was conducted in 2009 in accordance with the EHEA criteria. The report was presented to the other Bologna process members, who reached the conclusion that the NQF-HE was compatible and in alignment with the QF- EHEA. The self-certification report on the alignment between NQF-HE and the Bologna is enclosed as documentation at Annex A, and this report makes references to the conclusions when necessary. 2.3 Process for referencing the NQF to the EQF On behalf of the ministries comprising the coordinating committee of the NQF, the Ministry of Education has initiated the NQF referencing process to the EQF and has formally requested the Danish Evaluation Institute (EVA) to organise and facilitate the process. The referencing process in Denmark has been organised in five tiers: Coordinating group Coordinating committee Referencing committee Consultation committee and written consultation National coordination point (NCP) Secretariat The coordinating committee, with representatives from the relevant ministries, has held overall responsibility for the NQF referencing process. The ministries in question are: Ministry of Education Ministry of Science, Technology and Innovation Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 10

11 Ministry of Culture Ministry of Economic and Business Affairs The national referencing process has been conducted by a referencing committee. The main task of this committee was to verify how the NQF refers to the EQF. The referencing committee consists of representatives from the relevant national authorities and agencies, as well as two international experts. A consultation committee, comprised of key Danish stakeholders, was set up to engage stakeholders in the referencing process and to ensure co-responsibility for the referencing of the NQF and the EQF. The consultation committee participated in a seminar where they were informed about the basis for the referencing process, and their input was integrated into the referencing process. To widen the engagement in the referencing process, the report was sent in written consultation to a broader audience of stakeholders. The issues raised by the consultation committee and in the consultation process are reported upon in chapter 6 of this report. A national coordination point (NCP) has been established under the auspices of the Danish Agency for International Education by the four ministries (the national qualification authorities) represented in the NQF-coordinating committee. The tasks of the NCP, as foreseen in the EQFrecommendation, have in Denmark been divided between the coordinating committee and the NCP. The Danish Evaluation Institute has served as a secretariat to the referencing committee and has drafted the final report. The responsibilities of the different committees and participants are described in depth in chapter 5 as documentation of criterion 1, and a list of all participants in the process can be found in Appendix E. Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 11

12 3 The Danish Qualifications for Lifelong Learning This chapter describes the Danish Qualifications for Lifelong Learning (NQF). Section 3.1 describes how the NQF was developed and implemented and section 3.2 the purpose and scope of the NQF. The structure of the NQF is presented in section 3.3, and section 3.4 elaborates on how level descriptors were developed. The key concepts are presented in section 3.5, and section 3.6 provides an overview of the types of degrees and certificates in the NQF. Section 3.7 outlines the principles and procedures for the inclusion of degrees and certificates into the NQF, and, finally, section 3.8 briefly describes the development of a web based edition of the NQF and a web-based database (uddannelsesguiden.dk) that contains all publicly validated degrees and certificates in Denmark. 3.1 Development and implementation In 2006, the Minister for Education initiated the work of drawing up a national qualifications framework by forming an inter-ministerial working group comprised of representatives of the Ministry of Education, the Ministry of Science, Technology and Innovation, the Ministry of Culture and the Ministry of Economic and Business Affairs. The basis for initiating the work was both national and international developments and the need to further lifelong learning and mobility by creating greater transparency and increased recognition of qualifications. The idea of an overarching national qualifications framework was raised in the context of the work on a national strategy for globalisation in 2005, which included a strategy for lifelong learning and, in particular, linked to reforms in vocational education and training where a coherent qualifications system aimed at providing transparency, permeability and recognition of qualifications was emphasised. The preparatory work on the EQF launched by the European Commission and the council in 2005 also played a significant role in the setting up of the inter-ministerial group and the work to be conducted. The mandate was to draw up a proposal for a national qualifications framework covering the entire national qualifications system and how this could be linked with and correspond to the EQF. In doing so, it had to be taken into account that a qualifications framework for higher education already existed. The national HE-qualifications framework describes four levels of degrees that can be awarded within the Danish higher education area. The framework uses learning outcomes in the form of knowledge, skills and competences, similar to the EQF. All key stakeholders representing primary school to higher education have been systematically consulted and involved throughout the development process on the Danish Qualifications for Lifelong Learning. The consultation and involvement of stakeholders have included all relevant national education and training councils and training committees, which includes labour market representatives, representatives of educational institutions and students and it has included the various rectors conferences and student bodies etc. in higher education and representatives from quality assurance and accreditation authorities. The consultation and involvement of stakeholders have included seminars, national consultation of stakeholders at different stages of the development and with regard to implementation also working groups includ- Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 12

13 ing representatives from education and training councils and committiees in the development of guidelines on the inclusion of qualifications in the framework As part of the development work the responsible ministries and national agencies has been involved in several project s supported by the EU-Commission and a Nordic network supported by the Nordic Council of Ministers, which is still running. The sharing of experience and common development work regarding the implementation of NQF s and the referencing to EQF from these activities has provided a valuable input to the Danish development process. Early in the process, it was decided that the qualifications framework should cover all publicly recognised qualifications that have been awarded pursuant to an Act or an executive order and that have been quality assured by a public authority in the Danish education system from compulsory school to PhD levels, as well as adult and continuing education. It was assessed that an eight level structure best reflected the levels in the Danish education system and its qualifications. In June 2009, the proposal for a Danish Qualifications for Lifelong Learning and its implementation was approved by the Minister for Education, the Minister for Science, Technology and Innovation, the Minister for Culture and the Minister for Economic and Business Affairs. The subsequent implementation of the Danish Qualifications for Lifelong Learning was initiated in The implementation and continuing updating includes the following: An inter-departmental coordination committee with representatives from the Ministry of Education, the Ministry of Science, Technology and Innovation, the Ministry of Culture and the Ministry of Economic and Business Affairs, which was set up with the responsibility for coordinating the implementation and regular updating of the Qualifications for Lifelong Learning. The coordination committee was also responsible for ensuring that the Danish Qualifications for Lifelong Learning was referenced to the EQF. The referencing process was carried out between September 2010 and May 2011 (see chapter 5, criterion 1). Inclusion of existing degrees and certificates into the Qualifications was carried out between August 2009 and the end of Inclusion of degrees for higher education takes place as part of the accreditation procedure. In the case of the other educational areas, inclusion was carried out by the authority or the particular body with responsibility for the qualifications and the objectives and content of education programmes in accordance with Danish Acts and executive orders. To support this, guidelines have been issued. A communication plan was drawn up. In 2010 two web-based information tools were developed: a web edition of the NQF at and information about the level of each qualification at Uddannelsesguiden [ In addition, a more comprehensive introduction to the NQF was drawn up and is available on the Ministry of Education website. The Coordination Point for the EQF was set up under the auspices of the Danish Agency for International Education. The Danish Coordination Point is responsible for ensuring transparency between the NQF and the EQF and ensuring access to information about Danish qualifications and their referencing in relation to the EQF. Evaluation of the NQF is to be undertaken in The evaluation will examine the fulfilment of the objectives of the NQF and the validation of the level descriptors for levels Purpose and scope of NQF The NQF is a comprehensive, systematic overview, divided by levels, of qualifications that can be acquired within the Danish education system from primary and lower secondary school to university level as well as adult and continuing education and training. The overall objective of the NQF is to support transparency in the Danish qualifications system and to further the possibilities for mobility and lifelong learning by: Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 13

14 providing a comprehensive overview of qualifications approved by national authorities, while simultaneously making routes through the education system visible. Thus, making it easier for students and pupils to find out how to build upon the qualifications they already have; facilitating mutual recognition between Danish and non-danish qualifications. As each level in the NQF and the Qualifications s and systems of other countries refers to a level in the European Qualifications, it is easier to compare qualifications from different countries. The intended users of the NQF are the general public, students, companies and counsellors who need an overview of the qualification levels in Denmark, including the level of specific qualifications and how they can be obtained. In the case of educational institutions and authorities, the NQF is a tool that can be used for counselling, description, assessment, comparison and recognition of qualifications and programmes. The NQF has no regulatory functions in terms of the development and quality assurance of qualifications. Inclusion of Danish qualifications in the NQF and the quality assurance of qualifications are linked to Acts and executive orders within existing legal frameworks for publicly recognised qualifications. The NQF includes all qualifications that have been awarded pursuant to an Act or an executive order and that have been quality assured by a public authority in the Danish education system. The NQF does not cover either private sector provided qualifications or other non-state regulated qualifications that do not form part of the formal Danish education system and which have not been validated and quality assured in accordance with Acts and executive orders. As part of the scheduled evaluation of the NQF in 2012, it is foreseen that consideration will be given to how qualifications awarded outside the formal Danish education system, including international qualifications, can be aligned to the NQF. The NQF framework consists of the following key elements: Structure: the NQF is organised as an eight level structure (see section 3.3); Level descriptors (see section 3.4); Key concepts: the level descriptors are based on the concept of learning outcomes, which are described in terms of knowledge, skills and competences (see section 3.5); Overview of types of degrees and certificates (see section 3.6); Principles and procedures for the inclusion of degrees and certificates (section 3.7); Web-based version of the NQF and database with description all the qualifications in the NQF (section 3.8). Each of the key elements of the NQF is presented in the following sections, Structure of the NQF The starting point for developing the structure including the number of levels in the NQF was that it should: encompass all officially validated degrees and certificates in the formal Danish qualifications system; take into account and ensure correspondence between the NQF and the qualifications framework for higher education; provide a basis for establishing a reference between the national qualifications framework and the EQF. Based on a thorough analysis of the learning outcomes of existing qualifications (see also section 3.4), the NQF has been organised in an eight level structure. It is assessed that eight levels provide a framework that is both adequate and inclusive for a comprehensive description of the learning outcomes and levels of publicly recognised qualifications. The eight levels of the NQF can be seen as a ladder of learning outcomes, which rises gradually from level 1 to level 8; see also the table Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 14

15 below. Each level thus represents a progression in relation to the level below. For each level, there is a level descriptor. Figure 1 NQF eight level descriptors Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level descriptor Level descriptor Level descriptor Level descriptor Level descriptor Level descriptor Level descriptor Level descriptor The level descriptors for levels 6, 7 and 8 in the NQF are identical with the level descriptors in the NQF-HE for the bachelor, candidatus and PhD levels. It should be noted that there are no publicly recognised education qualifications in the Danish qualification system at levels 6-8 that are not included in the higher education area and NQF-HE in Denmark, and that all qualifications are subject to accreditation (for an in-depth description of the NQF-HE see Annex A). A broader descriptor has been drawn up for level 5 in the NQF than for the corresponding level descriptor in the national NQF-HE for short cycle degrees. The broader level descriptor makes it possible to include qualifications at level 5 that are acquired through certain vocational education and training or certain maritime vocational education and training programmes. Figure 2 NQF eight level structure by qualifications and supplementary qualifications Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Qualifications Supplementary qualifications In order to encompass all officially validated degrees and certificates, including certificates awarded in adult education and continuing training in the formal Danish education system, the NQF distinguishes between qualifications and supplementary qualifications, as can be seen in the table above. The level descriptors are common to both types of qualifications. The supplementary qualifications typically fulfil parts of the requirements concerning knowledge, skills or competences at a given level. For a description of supplementary qualifications, see section NQF level descriptors The eight levels in the NQF are defined by learning outcomes. The level descriptors for learning outcomes are described in terms of knowledge, skills and competences. The level descriptors are formulated so as to accommodate very different degrees and certificates in the Danish education system, reflecting different types of learning outcomes, from the more theoretical to the more practical. Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 15

16 As a basis, it was decided to use the typology of knowledge, skills and competences as a common typology for defining national level descriptors in order to ensure correspondence with the NQF-HE, where the knowledge, skills and competences typology already existed, and also to facilitate correspondence with the EQF. Secondly, an analysis of learning outcomes and descriptors for learning outcomes in laws, executive orders and the qualifications framework for higher education was conducted to ensure that the level descriptors of the NQF could provide a systematic - divided by levels - description of the learning outcomes that can be attained in the Danish education system. They were, furthermore, simultaneously formulated so that there would be a clear progression from one level to the next. Each level in the NQF builds on and subsumes the levels beneath. However, in order to keep the text as clear as possible and avoid repetitions, the descriptors of the respective previous levels have implicitly been included in the next level. Finally, within the key concept of learning outcome, the level descriptors were formulated with a view to accommodating the assessment and inclusion of all qualifications in the Danish education system, providing generic but still detailed information on the learning outcomes at each level. In drawing up the level descriptors, allowance was made for the fact that there already existed level descriptors for higher education in the qualifications framework for higher education. Therefore, the level descriptors for the bachelor, candidatus and PhD levels were utilised unchanged in the NQF as descriptors for levels 6, 7 and 8. These levels encompass existing higher education qualifications. Thus, the descriptors for levels 6-8 in the NQF are identical with the top three level descriptors in the NQF-HE. This, however, does not apply to the short cycle descriptor and level 5. A new level descriptor for level 5 in the NQF, as for levels 1-4, was drawn up to encompass both higher education qualifications at this level (short cycle qualifications) and other types of qualifications at the same level. The NQF level 5 descriptor is broader than the corresponding HE-short cycle level descriptor to enable it to cover qualifications that are acquired through certain vocational education and training or maritime vocational education and training programmes. The NQF level descriptors for levels 1-5 are presented as part of criterion 2 of the referencing criteria and procedures (see section 5.2) and the NQF level descriptors for levels 1-8 are also enclosed in Appendix A. 3.5 The NQF key concepts The level descriptors in the NQF were developed on the basis of the following key concepts: Qualifications Learning outcomes Knowledge,skills and competences Qualifications A qualification in the NQF is a degree or a certificate for a qualification or a supplementary qualification that is officially validated and documents a learning outcome that has been attained. The degrees and certificates/diplomas must have been awarded pursuant to an Act or an executive order and must have been quality assured by a public authority in the Danish education system. The concept of qualification stresses the result of a learning process, rather than the length or content of an education programme. The NQF operates with three different types of qualifications that lead to officially validated degrees and certificates: Degrees that are acquired in higher education. Examples of degrees are the Academy Profession degree, Diploma, and Master s degree (Candidatus). Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 16

17 Certificates that are acquired in the remainder of the Danish education system. Examples of such certificates include the certificate for the two-year upper secondary programme (The Higher Preparatory Examination), and the certificate/ journeyman s certificate for vocational education and training. Certificates for supplementary qualifications that are acquired in adult education and training. Examples of certificates for supplementary qualifications are the higher preparatory single subjects and adult vocational training certificates. A certificate for supplementary qualifications is a supplement to a qualification, part of a qualification or can be a qualification that does not build on a qualification at an underlying level. It is the officially validated degrees and certificates that are included in the framework. Degrees and certificates document the learning outcomes achieved by a person who has completed a given educational programme. It is possible to acquire certain degrees and certificates by other methods than by completing entire education programmes and courses. Certain types of degrees and certificates can be acquired through recognition of what has been learned through working life or activity in associations, e.g. on the basis of an assessment of prior learning Learning outcomes Learning outcomes are what the learner knows or is able to do as the result of a learning process. The learning outcome of a qualification is what a person with a given qualification is expected to know and be able to do. In the NQF, the term learning outcome is used for describing level and qualification. As can be seen in the figure below, the concepts of knowledge, skills and competences are used to describe a learning outcome. Thus, a concrete description of a learning outcome in the NQF states the knowledge, skills and competences a person with a given qualification is expected to have. Figure 2 Learning outcome in the NQF Knowledge Skills Competence Type and complexity Type Space for action Problem solving Cooperation and responsibility Understanding Communication Learning Knowledge Knowledge means knowledge and understanding of a subject. Knowledge contains the following aspects: The type of knowledge involved: knowledge about theory or knowledge about practice; knowledge of a subject or a field within a profession. The complexity of this knowledge: the degree of complexity and how predictable or unpredictable the situation is in which this knowledge is mastered. Understanding: the ability to place one s knowledge in a context. For example, understanding is expressed when one explains something to others. Skills Skill means what a person can do or accomplish. Skill contains the following aspects: The type of skill involved: practical, cognitive, creative or communicative. The complexity of the problem solving: the problem solving this skill is to be applied to and the complexity of the task. Communication: the communication that is required; the complexity of the message; to which target groups and with which instruments. Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 17

18 Competence Competence is about responsibility and autonomy, and states the ability to apply knowledge and skills in a work situation or in a study-related context. Competence contains the following aspects: Space for action: the type of work and/or study-related contexts in which the knowledge and skills are brought into play, and the degree of unpredictability and changeability in these contexts. Cooperation and responsibility: the ability to take responsibility for one s own work and the work of others, and the complexity of the cooperative situations in which one can engage. Learning: the ability to take responsibility for one s own learning and that of others. 3.6 Overview of types of degrees and certificates The NQF encompasses all publicly recognised degrees and certificates in the education system. The table below provides an overview of the different types of qualifications in the framework. How qualifications are placed in the NQF is described in the following chapter. As mentioned earlier in this chapter, the degrees for higher education are placed at levels 5-8. The certificates and certificates for supplementary qualifications are placed at levels 1-5 in the NQF. Figure 3 Overview over qualifications in the NQF Certificates and degrees 1 Primary and lower secondary school certificate (9 th class) Certificates for supplementary qualifications 1 Preparatory adult education certificates 2 Primary and lower secondary school certificate 2 General Adult Education (10 th class) certificates 3 VET certificates 3 Other vocational certificates 4 General upper secondary 4 Higher preparatory sin- certificates gle subject certificates Basic VET courses and single subject VET certificates Adult vocational training certificates 5 Academy Profession 5 degrees and VVU Degrees 6 Bachelor and Diploma Degrees 6 Supplementary upper secondary certificates 7 Master s Degree (Candidatus) and Master Degrees 7 8 PhD Degree 8 The qualifications are described in detail in their educational contexts in Appendix C. For a brief insight, see chapter 4. Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 18

19 See Appendix B for examples of type of degrees, certificates and certificates for supplementary qualifications. 3.7 Principles for the inclusion of certificates and degrees The inclusion of certificates and degrees into the NQF is based on an assessment of the learning outcomes that the individual degree/certificate documents in relation to the level descriptors of the framework. The assessment is to be based on one of the two principles: Full fit: The learning outcome of a qualification must correspond to the level descriptor, in terms of knowledge, skills and competences, for the level to which the qualification is referenced. Best fit: The learning outcome of a qualification must - in general across the level descriptor - fit better with the level descriptor, in terms of knowledge, skills and competences, than other levels in the NQF, for the level to which the qualification is referenced. The best fit principle is utilised when referencing qualifications at levels 1-5 in the NQF, while the full fit principle is used when referencing higher education qualifications at levels 6-8 in the NQF via the NQF-HE, and the academy profession level descriptor in the NQF-HE must be in alignment with the QF-EHEA short cycle descriptor. In higher education, inclusion of a qualification into the NQF-HE takes place when a new programme leading to the qualification is accredited (for further information, see criterion 4, section and self-certification report Annex A). In criterion 4 (section 5.4), the principles and procedures for including certificates and degrees in the NQF are presented, as well as the procedures for the quality assurance of inclusion. 3.8 Web edition of the NQF and database of qualification levels To provide users and the general public with information about the NQF and the levels of specific qualifications, web-based information has been developed. This comprises a web edition of the NQF at and a database with information about the level of each qualification at In addition, a more comprehensive introduction to the Qualifications has been produced, and is available on the Ministry of Education website. The main target group for the web edition of the NQF are people working with the qualifications framework and the recognition of qualifications in Denmark and other countries. The web edition contains detailed information about the NQF, types and examples of qualifications in the NQF and what the NQF and EQF can be used for. This report is also available on the web-site. The database at contains information about all publicly validated education programmes and qualifications in Denmark, including type, duration, credit points, providers, admission requirements, detailed information about programme aims, content, structure and examinations, further education possibilities and typical jobs or employment possibilities. In addition, the qualifications level of the NQF has been added as part of the implementation of the NQF. This facility also allows the possibility of various search functions related to educational possibilities, types of qualifications and qualification levels. Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 19

20 4 The Danish Lifelong Learning System and its Qualifications To provide the reader with an understanding of Danish qualifications, their context, levels and progression between the levels, this chapter briefly introduces the Danish lifelong learning system and its various sub sectors. For a more in-depth presentation, see Appendix C, where each sub sector of the educational system is presented, including the aims of the programmes, how learners gain admission, the duration of the programmes, providers of the programmes and which degrees and certificates they award. Furthermore, this chapter notes which certificates and degrees are awarded in the different sub sectors of the educational system, and at what level of the NQF the qualifications are included. See Appendix B for in-depth examples of qualifications. 4.1 An overview Generally the Danish educational system is divided into two parts: the mainstream educational system and the adult and continuing educational system. The mainstream educational system is attended by children from the age of 6, who progress through the system into their youth and adulthood. The adult and continuing education system mirrors the mainstream system but is designed for adults. Figure 4 The Danish educational system Ordinary educational system Adult and continuing educational system Primary and lower secondary school Primary and lower secondary school General adult education General adult education (AVU) Adult vocational education and training Upper secondary education General upper secondary Vocational education and education training Preparatory adult education (FVU) Basic adult education (GVU) Higher preparatory single subjects Adult vocational training programmes (AMU) Higher education Bachelor s Degree, Bachelor s Degree in Arts/ Fine Arts Professional Bachelors Degree Academy Profession Degree Academy Profession Degree (VVU) Diploma Degree Master s Degree, Master s Degree in Arts/ Fine arts Master Degree, Master Degree in Arts/ Fine Arts Ph.d Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 20

21 The following sections of this chapter present, firstly, the mainstream education system until higher education, which includes primary and lower secondary school (4.2) as well as upper secondary education (4.3). This is followed by a presentation of the adult and continuing education system at the corresponding levels ( ). Finally, the higher education system is presented (4.6). 4.2 Primary and lower secondary school The Danish Folkeskole is a comprehensive school system, integrating primary and lower secondary school, where children start at the age of 6 and normally end their education at the age of 16. The first year is a mandatory pre-school year (0 th class) followed by 9 years of mandatory education (1 st to 9 th class). Finally, the system ends with an optional year: the 10 th class. 10 th class is an optional extra year for pupils who need further academic qualification and clarification concerning their choice of continuing in either general or vocational upper secondary education. The aims of primary and lower secondary school are to provide pupils with knowledge and skills that will prepare them for upper secondary education and training, and provide them with the desire to learn more. Primary and lower secondary school also aims to prepare pupils to be able to participate, demonstrate mutual responsibility, and understand their rights and duties in a free democratic society. The Danish primary and lower secondary school is under the auspices of the Ministry of Education. Certificates in Primary and lower secondary school Level 1 Certificate for the leaving examination of the 9 th class of the Folkeskole (Leaving Certificate of Primary and Lower Secondary school) Level 2 Certificate for the 10 th class of the Folkeskole (Primary and Lower Secondary school) 4.3 Upper secondary education The system of youth education programmes (ungdomsuddannelser) in Denmark is divided into two branches at upper secondary level: General upper secondary education; Vocational education and training General upper secondary education mainly gives access to further education and vocational education and training of qualified labour for the labour market. Upper secondary education is included in the NQF at levels 3-5. General upper secondary education and vocational education and training are provided under the auspices of the Ministry of Education This level also includes maritime vocational education and training under the responsibility of the Ministry of Economic and Business Affairs General upper secondary education General upper secondary education comprises four different programmes. The overall aims of the four programmes are to prepare students for admission to higher education, develop their interest and ability to take part in society and to support their personal development. The programmes, moreover, strengthen the creativity, critical sense and innovative ability of the students. The choice of programme and specific optional subjects within the programmes determine which higher education programmes the general upper secondary programme gives access to. Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 21

22 The four programmes are: the general upper secondary school leaving examination (stx), the higher technical examination (htx), the higher commercial examination (hhx) and the higher preparatory examination (hf). Certificates in general upper secondary education Level 4 The Upper Secondary School Leaving Examination (Certificate for the three-year upper secondary education programme) The Higher Commercial Examination (Certificate for the three-year upper secondary education programme) The Higher Technical Examination (Certificate for the three-year upper secondary education programme) The Higher Preparatory Examination (Certificate for the two-year upper secondary programme) Vocational education and training Vocational education and training programmes in the mainstream educational system are in English referred to as initial vocational education and training (ivet). In Danish, it is abbreviated to EUD. The system comprises approximately 107 vocational education and training programmes, which are organised into 12 vocational clusters (access routes), each with a specific basic course. Almost all the programmes are divided into steps and specialisation or profiles. The twelve clusters range from building and construction to healthcare and pedagogy and can be grouped into four types: agriculture, commercial, social and health and technical programmes. The duration of the programmes is between 1½ to 5 years, but typically a VET programme runs over years, including the basic introductory course. In Denmark, the vocational education and training programmes are based on a dual training principle, which means that each programme is divided into periods of school based training and periods of in-company training. A special part of the vocational education and training sub sector is the maritime vocational education and training programmes. They provide a number of programmes aimed specifically at the needs of the maritime sector. Certificates in vocational education and training (VET) Level 2 Basic Vocational Education and Training certificates (Certificate for supplementary qualification) Level 3 Basic Vocational Education and Training certificates (2 year commercial programme, certificate for supplementary qualifications) Certificate/ journeyman s certificate for vocational education and training (e.g. social and healthcare helper, industrial assistant) Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 22

23 Level 4 Certificate/ journeyman s certificate for vocational education and training [e.g. social and healthcare assistant, industrial technician) 1 Level 5 Certificate/ journeyman s certificate for vocational education and training (e.g. film and TV production technician, aircraft mechanic) Certificates in maritime vocational education and training Level Each programme in the maritime vocational education and training system has its own certificate 4.4 General adult education The adult and continuing education system at these levels can be divided into general adult education (which is presented in this section) and adult vocational education and training (which is presented in section 4.5). General adult education is offered at levels 1-4 in the NQF: Preparatory adult education (Level 1) General adult education (Levels 1-3) Higher preparatory single subjects (Level 4) General Adult Education Programmes are provided under the auspices of the Ministry of Education Preparatory adult education Preparatory adult education (in Danish shortened to FVU) is a service for young people over 18 and adults who wish to become more proficient at reading, writing, spelling or mathematics at a basic level. There are also courses for adults with reading and writing disabilities (dyslexia) as well as preparatory education for foreigners. Admission is open for applicants over 18 years old. Certificates for supplementary qualifications in preparatory adult education Level 1 Certificate for preparatory adult education General adult education General adult education (in Danish shortened to AVU) is for both young and mature adults who have not completed lower secondary education or who need to improve or supplement their basic education. General adult education at lower secondary level is provided as single subject courses. The teaching leads to an examination which qualifies for admission to continued education in same way as with the school-leaving certificates obtained after the 9th and 10th classes of the Folkeskole. 1 As a new option students can take a VET-programme with additional elements and examination, that in addition to qualifying the students for a vocation, also gives the students access to higher education (eux). 2 Maritime education is also on level 6, Professional Bachelors Degree Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 23